The following weekly schedule is tentative and subject to change. You will be notified of any changes, however it is your responsibility to check the schedule on a regular basis. You are required to bring in course readings, packets, materials unless otherwise stated.
Date
Topics for Class
To Do Before Class
Week 1-campus
M, W
Jan. 11& 13
M: Introduction to texts, course and syllabus
What is literacy? Assignment Guidelines: Tutoring Kit
W: Kidwatching and noticing; Identity and positioning of students; Connections; Meaningful and Constructive Literacy
M:Preparing to work with students; Building trust and rapport; selecting texts and gauging the difficulty of texts Planning assessment/tutoring sessions
W: Interviews, dialogue and getting to know your student; Anecdotal records and checklists
M: Continue/complete initial assessments
Analyzing oral reading records.
W: Tutoring: Continue/complete initial assessments; Moving into the assessment instruction cycle
M: continue reading inquiry group text
W: Review miscue analysis tally procedures; Bring your student’s reading record and completed tally sheet; IR, Quick Reference Guide; complete inquiry group text
Turn in lesson reflections and plans if requested
Week 8
M, W
Mar 1 & 3 Colene Hoose
M: Classroom observation, if available; make-up assessments or first tutoring session;
Analyzing initial assessment data; Moving into the assessment instruction cycle; Assignment Guidelines: Tutoring Goals and Plans II
W: Tutoring; Inquiry group planning meeting
M: meet with inquiry groups (bring text to class)
W:KL, Ch. 14 meet with inquiry groups (bring text to class)
Tutoring Goals and Plans I due
Week 9
M, W
Mar 8 & 10
SPRING BREAK- no classes
Week 10
M, W
Mar 15 & 17
Colene Hoose
M: Tutoring; Teacher conferences; teaching with new and popular literacies
W: Tutoring; Teacher conferences; Inquiry group meeting (bring text to class)
Course Calendar
The following weekly schedule is tentative and subject to change. You will be notified of any changes, however it is your responsibility to check the schedule on a regular basis. You are required to bring in course readings, packets, materials unless otherwise stated.
M, W
Jan. 11& 13
What is literacy?
Assignment Guidelines: Tutoring Kit
W: Kidwatching and noticing; Identity and positioning of students; Connections; Meaningful and Constructive Literacy
W: Kidwatching Ch, 1; PKT: 2-16; Novinger article; Use I read, I thought
M, W
Jan 18 & 20
W: Concepts about print (CAP); Linguistic Diversity and assessing students’ oral reading; Review cueing systems
IR, pp 273-274;
Codeswitching article;
Recommended: Decide on and purchase/obtain “system” for tool kit this weekend. You can then begin putting materials into the tool kit.
M, W
Jan 25 & 27
W: Retrospective Miscue Analysis(RMA); Assessing Comprehension and Fluency;
Assignment Guidelines: Inquiry Groups
W: Marteans: Retrospective Miscue Analysis; Bring Miscue Analysis record for Harry Potter: PKT- pgs. 51-67 & 72-79
AdditionalRR practiceon wiki, bring RR/MA sheets to class;KL: Ch 23 & 24
M, W
Feb 1 & 3
W- Meet @ Milner
Planning assessment/tutoring sessions
W: Interviews, dialogue and getting to know your student; Anecdotal records and checklists
W: KL: chs. 19, 20, and 25; IR ch. 1
PKT: pgs. 33-50 Print off and bring with you:
(Familiarize yourself with surveys and interest inventories)Choose Inquiry Text and purchase or borrow text
Tutoring Tool Kit Due
M, W
Feb 8 & 10
W: Meet student, begin establishing rapport;
Assignment guidelines- Tutoring Goals and Plans for Instruction I
W: If requested, bring revised plans
M, W
Feb 15 & 17
Colene Hoose
Initial assessments; assessing student writing
W: Initial assessments, begin analyzing initial assessment data;; “The Just So Story”
W: KL, ch. 16; “The Just So Story”;Pedagogy of Control;PKT: pg. 68-69;Read inquiry group text;
Turn in reflections from your tutoring sessions
M, W
Feb 22 & 24
Colene Hoose
Analyzing oral reading records.
W: Tutoring: Continue/complete initial assessments; Moving into the assessment instruction cycle
W: Review miscue analysis tally procedures; Bring your student’s reading record and completed tally sheet; IR, Quick Reference Guide; complete inquiry group text
Turn in lesson reflections and plans if requested
M, W
Mar 1 & 3
Colene Hoose
Analyzing initial assessment data; Moving into the assessment instruction cycle;
Assignment Guidelines: Tutoring Goals and Plans II
W: Tutoring; Inquiry group planning meeting
W:KL, Ch. 14 meet with inquiry groups (bring text to class)
Tutoring Goals and Plans I due
M, W
Mar 8 & 10
M, W
Mar 15 & 17
Colene Hoose
W: Tutoring; Teacher conferences; Inquiry group meeting (bring text to class)
W: Inquiry group meeting (bring text to class)
Turn in lesson reflections and plans if requested
M, W
Mar 22 &24
Meet on campus- Colene Hoose is on spring break
W: Tutoring; Lesson Observations
W: Inquiry Group Presentations
Turn in lesson reflections and plans if requested
M, W
Mar 29 & 31
Colene Hoose
W: Tutoring; Lesson Observations; Portfolio Assessment;
W: Al’s Story by Henson & Gilles; You will need to have the article with you for class; KL, Ch. 28
Turn in lesson reflections and plans if requested
M, W
Apr 5 & 7
Colene Hoose
W: Tutoring; Lesson Observations; Writing Case Studies, Observation lessons
W: KL, ch. 28
Turn in lesson reflections and plans if requested
M, W
Apr 12 & 14
Colene Hoose
W: Tutoring; Lesson Observations; Teaching GPS
W: KL, ch. 31; Edwards et al.
Turn in lesson reflections and plans if requested
M, W
Apr 19 & 21
Colene Hoose
W: Tutoring; Lesson Observations-if needed; Using literature and other texts in literacy instruction
W: Bring in your favorite piece of children’s literature.
M, W
Apr 26 & 28
Colene Hoose
W: Tutoring; last meeting with student
W: Student/Teacher Report due
TBA